EDspaces is the gathering place for architects, facility planners, designers, administrators and dealers to learn about trends and experience the latest products and services to enhance student learning.

Participate in EDspaces, your ideal platform for meaningful conversations, thought-provoking education, new products and Enhance Learning in any of these disciplines: Early Childhood, PreK-12, Higher Ed, Corporate and Alternate Learning Environments.

The CTLT Institute is hosted three times each year by UBC’s Centre for Teaching, Learning and Technology (CTLT). The Spring, Summer, and Winter Institutes feature interactive workshops where participants have an opportunity to network, gain practical ideas and share best practices with their fellow colleagues and members of the UBC Community.

All Institutes are open to UBC faculty, staff, post-docs, graduate and undergraduate students and are traditionally held in the Irving K. Barber Learning Centre (IKBLC).

Spring Institute
Hosted in late May, the Spring Institute offers participants an opportunity to share practices and research around teaching, learning and technology. Workshops are interactive and provide participants an opportunity to network with fellow members of the UBC Community. Topics range from using team-based learning in the classroom to approaches to flexible learning.

Summer Institute
Hosted in August/September, the Summer Institute focuses on the fundamentals of teaching and learning issues. It is designed to help participants enhance their understanding of sound teaching practices and how to implement them in their teaching. Workshop topics range from refining a syllabus/lesson plan to incorporating active learning and effective assessment in their teaching.

Winter Institute
Hosted from November/December, the Winter Institute is a time for colleagues to come together during the mid-academic year and review innovative teaching practices. It is an opportunity to network with colleagues, review the practical application of techniques and discuss practices that are successful in varying environments.

Most students and faculty members indicated an excitement and appreciation for active learning and considered it to be a valuable learning and teaching method; this appreciation was enhanced when courses were held in the ALCs. These early results have helped confirm the expected benefits of incorporating active learning methods in the classroom

How do people interact with the architectural and technological infrastructure and with each other in innovative learning spaces on an everyday basis?
• How do everyday interactions compare with those envisioned by the designers and managers of these spaces?
• How do we account for the differences between actual and anticipated use of the spaces?
• How can spaces be designed or recover from breakdowns so that actual and anticipated use (re) align?

The authors focus on the strategies employed in the recent renovation of the William Johnston Building at Florida State University, in which the historical exterior was preserved, while the interiors were adapted to new functions as classrooms, study centers, and common spaces with intentionally undefined purposes. The building’s various use capacities, together with the flexibility of its interior environments, makes it a building of requirement. The paper reveals how the building’s historical interior layouts and architectural elements defined the approach to realizing a postmodern and future-oriented building while fostering new encounters and forming new user familiarities, thereby contributing to the evolution of the structure as living history.